VLEs

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Learning beyond The Apprentice. Learning beyond The Apprentice July 18th, 2011 at 08:07 OK, so I probably wasn’t the only learning technologist shouting at the TV during ‘The Apprentice‘ last night when Jim detailed his plans for revolutionizing employability of schoolkids through elearning.

If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! A few past posts have highlighted this great (and growing) resource. The City University of London now has an even larger of quality videos and some written case studies all talking about the integration process and use of Moodle in real classrooms and departments. There’s even a student introduction.
CLAMP Concludes “Moodle 2.0.1 Not Production Ready”
Welcome to Moodlenews.com A resource site for all Moodle-related news, tutorials, video, course content information and original resources.

If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! CLAMP (the Collaborative Liberal Arts Moodle Project), which is comprised of several liberal arts colleges in the US using Moodle has issued a report recently that they have found Moodle 2.0.1 not ready for production [PDF report]. The report outlines how and why they reached the conclusion for their own institutions/CLAMP version of Moodle.
Interactive Learning Content. The Ikea effect – why we should build a flat–pack V[R]LE, 24/02/09, Transversality - Robert O'Toole.

For some time now my colleagues in the Warwick E-learning Advisor Team have been arguing that we should create some kind of 'templating' system within the web publishing component of our V[R]LE (Sitebuilder). Chris Coe has a great name for it: Elaborate (quick, file for a trademark). The idea is that we could create templates based on generic and discipline specific learning designs. A template would embody the structure, functionality, and flow of the learning design in a set of pages and interactions. The template could then be copied and, following a set of instructions, filled-out with learning content. For example, there could be a template for a peer-review process.

We justify this argument with these claims:
… and the journey continues. An initial request to create an online session for the PG Cert in HE has resulted in a wealth of video resources ranging from academic writing to change management and leadership that are now used across a number of programmes in the Faculty of Health and Social Care.

Trish Prescott and Jeannette Ellis, both Senior Lecturers in the Faculty, produced these resources using an approach that role models a ‘conversation’ . This blog post reflects that conversational approach, with input from Trish (T:) and Jeannette (J:): T: We were asked to do a session on Critical Reflection for the PG Cert – a course for staff that are new to teaching in Higher Education.

We wanted to try something different – to expose new teachers to a different style of teaching and learning. So we created a screencast [a PowerPoint presentation narrated by Trish and Jeannette] supported by a World Café approach in the follow up face to face.
[oucs] 8. Migrating Content - WebLearn - The University of Oxford VLE. A five stage model for using the VLE. VLEs have a huge range of functionality, a lot of criticism often laid against the VLE is that some users are not aware of those functions.

There is often too much information about the VLE for new users who may not understand many of the concepts or have the skills to fully utilise the functionality of the VLE. Stage One Upload to the VLE the course resources, handouts, assignments, scheme of work and links. Now this is something that is often laid against VLEs as why they don’t work as they are merely used as respositories of materials. However practitioners who are unfamiliar with the VLE often need a starting point. Stage Two Add more content try and put up new content at least weekly. So then you’ll get asked what content should you put up. Stage Three Add interactivity to the course through the use of quizzes and feedback. Stage Four Add engagement by learners through the use of discussion forums.